75 Maths courses in Barton-upon-Humber delivered Live Online

Hands-on Data Analysis with Pandas (TTPS4878)

By Nexus Human

Duration 3 Days 18 CPD hours This course is intended for This course is geared for Python-experienced attendees who wish to be equipped with the skills you need to use pandas to ensure the veracity of your data, visualize it for effective decision-making, and reliably reproduce analyses across multiple datasets. Overview Working in a hands-on learning environment, guided by our expert team, attendees will learn to: Understand how data analysts and scientists gather and analyze data Perform data analysis and data wrangling using Python Combine, group, and aggregate data from multiple sources Create data visualizations with pandas, matplotlib, and seaborn Apply machine learning (ML) algorithms to identify patterns and make predictions Use Python data science libraries to analyze real-world datasets Use pandas to solve common data representation and analysis problems Build Python scripts, modules, and packages for reusable analysis code Perform efficient data analysis and manipulation tasks using pandas Apply pandas to different real-world domains with the help of step-by-step demonstrations Get accustomed to using pandas as an effective data exploration tool. Data analysis has become a necessary skill in a variety of domains where knowing how to work with data and extract insights can generate significant value. Geared for data team members with incoming Python scripting experience, Hands-On Data Analysis with Pandas will show you how to analyze your data, get started with machine learning, and work effectively with Python libraries often used for data science, such as pandas, NumPy, matplotlib, seaborn, and scikit-learn. Using real-world datasets, you will learn how to use the powerful pandas library to perform data wrangling to reshape, clean, and aggregate your data. Then, you will be able to conduct exploratory data analysis by calculating summary statistics and visualizing the data to find patterns. In the concluding lessons, you will explore some applications of anomaly detection, regression, clustering, and classification using scikit-learn to make predictions based on past data. Students will leave the course armed with the skills required to use pandas to ensure the veracity of their data, visualize it for effective decision-making, and reliably reproduce analyses across multiple datasets. Introduction to Data Analysis Fundamentals of data analysis Statistical foundations Setting up a virtual environment Working with Pandas DataFrames Pandas data structures Bringing data into a pandas DataFrame Inspecting a DataFrame object Grabbing subsets of the data Adding and removing data Data Wrangling with Pandas What is data wrangling? Collecting temperature data Cleaning up the data Restructuring the data Handling duplicate, missing, or invalid data Aggregating Pandas DataFrames Database-style operations on DataFrames DataFrame operations Aggregations with pandas and numpy Time series Visualizing Data with Pandas and Matplotlib An introduction to matplotlib Plotting with pandas The pandas.plotting subpackage Plotting with Seaborn and Customization Techniques Utilizing seaborn for advanced plotting Formatting Customizing visualizations Financial Analysis - Bitcoin and the Stock Market Building a Python package Data extraction with pandas Exploratory data analysis Technical analysis of financial instruments Modeling performance Rule-Based Anomaly Detection Simulating login attempts Exploratory data analysis Rule-based anomaly detection Getting Started with Machine Learning in Python Learning the lingo Exploratory data analysis Preprocessing data Clustering Regression Classification Making Better Predictions - Optimizing Models Hyperparameter tuning with grid search Feature engineering Ensemble methods Inspecting classification prediction confidence Addressing class imbalance Regularization Machine Learning Anomaly Detection Exploring the data Unsupervised methods Supervised methods Online learning The Road Ahead Data resources Practicing working with data Python practice

Hands-on Data Analysis with Pandas (TTPS4878)

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Online Tutoring For All Ages

By Teaching4you

Teaching4you is a tuition company that works to encourage and build confidence in students nationwide.

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0G53BG IBM SPSS Statistics Essentials (V26)

By Nexus Human

Duration 2 Days 12 CPD hours This course is intended for New users of IBM SPSS Statistics Users who want to refresh their knowledge about IBM SPSS Statistics Anyone who is considering purchasing IBM SPSS Statistics Overview Introduction to IBM SPSS Statistics Review basic concepts in IBM SPSS Statistics Identify the steps in the research process Review basic analyses Use Help Reading data and defining metadata Overview of data sources Read from text files Read data from Microsoft Excel Read data from databases Define variable properties Selecting cases for analyses Select cases for analyses Run analyses for groups Apply report authoring styles Transforming variables Compute variables Recode values of categorical and scale variables Create a numeric variable from a string variable Using functions to transform variables Use statistical functions Use logical functions Use missing value functions Use conversion functions Use system variables Use the Date and Time Wizard Setting the unit of analysis Remove duplicate cases Create aggregate datasets Restructure datasets Merging data files Add cases from one dataset to another Add variables from one dataset to another Enrich a dataset with aggregated information Summarizing individual variables Define levels of measurement Summarizing categorical variables Summarizing scale variables Describing the relationship between variables Choose the appropriate procedure Summarize the relationship between categorical variables Summarize the relationship between a scale and a categorical variable Creating presentation ready tables with Custom Tables Identify table layouts Create tables for variables with shared categories Create tables for multiple response questions Customizing pivot tables Perform Automated Output Modification Customize pivot tables Use table templates Export pivot tables to other applications Working with syntax Use syntax to automate analyses Create, edit, and run syntax Shortcuts in the Syntax Editor Controlling the IBM SPSS Statistics environment Set options for output Set options for variables display Set options for default working folders This course guides students through the fundamentals of using IBM SPSS Statistics for typical data analysis. Students will learn the basics of reading data, data definition, data modification, data analysis, and presentation of analytical results. In addition to the fundamentals, students will learn shortcuts that will help them save time. This course uses the IBM SPSS Statistics Base; one section presents an add-on module, IBM SPSS Custom Tables. Introduction to IBM SPSS Statistics Review basic concepts in IBM SPSS Statistics Identify the steps in the research process Review basic analyses Use Help Reading data and defining metadata Overview of data sources Read from text files Read data from Microsoft Excel Read data from databases Define variable properties Selecting cases for analyses Select cases for analyses Run analyses for groups Apply report authoring styles Transforming variables Compute variables Recode values of categorical and scale variables Create a numeric variable from a string variable Using functions to transform variables Use statistical functions Use logical functions Use missing value functions Use conversion functions Use system variables Use the Date and Time Wizard Setting the unit of analysis Remove duplicate cases Create aggregate datasets Restructure datasets Merging data files Add cases from one dataset to another Add variables from one dataset to another Enrich a dataset with aggregated information Summarizing individual variables Define levels of measurement Summarizing categorical variables Summarizing scale variables Describing the relationship between variables Choose the appropriate procedure Summarize the relationship between categorical variables Summarize the relationship between a scale and a categorical variable Creating presentation ready tables with Custom Tables Identify table layouts Create tables for variables with shared categories Create tables for multiple response questions Customizing pivot tables Perform Automated Output Modification Customize pivot tables Use table templates Export pivot tables to other applications Working with syntax Use syntax to automate analyses Create, edit, and run syntax Shortcuts in the Syntax Editor Controlling the IBM SPSS Statistics environment Set options for output Set options for variables display Set options for default working folders Additional course details: Nexus Humans 0G53BG IBM SPSS Statistics Essentials (V26) training program is a workshop that presents an invigorating mix of sessions, lessons, and masterclasses meticulously crafted to propel your learning expedition forward. This immersive bootcamp-style experience boasts interactive lectures, hands-on labs, and collaborative hackathons, all strategically designed to fortify fundamental concepts. Guided by seasoned coaches, each session offers priceless insights and practical skills crucial for honing your expertise. Whether you're stepping into the realm of professional skills or a seasoned professional, this comprehensive course ensures you're equipped with the knowledge and prowess necessary for success. While we feel this is the best course for the 0G53BG IBM SPSS Statistics Essentials (V26) course and one of our Top 10 we encourage you to read the course outline to make sure it is the right content for you. Additionally, private sessions, closed classes or dedicated events are available both live online and at our training centres in Dublin and London, as well as at your offices anywhere in the UK, Ireland or across EMEA.

0G53BG IBM SPSS Statistics Essentials (V26)

Delivered OnlineFlexible Dates

Price on Enquiry

Data-driven Business Using Statistical Analysis

By Nexus Human

Duration 2 Days 12 CPD hours This course is intended for This course is suited to marketeers, business analysts, and researchers who are interested in increasing their statistical knowledge. Overview After attending this course, delegates will understand how statistics can be used to provide valuable insight into their business, and be able to apply statistical methods to solve business problems. On returning to work delegates will immediately be able to make a difference to the way that their organisations make decisions. This course covers the statistical methods that analysts need to move from simple reporting on business problems to extracting insight to solve business problems. Course Outline The course will explore the following topics through a series of lectures and workshops: Summary statistics for both continuous data and categorical data Using and reporting confidence intervals Using hypothesis tests to answer business questions Using correlations to explore data relationships Simple prediction models Analysing categorical data Additional course details: Nexus Humans Data-driven Business Using Statistical Analysis training program is a workshop that presents an invigorating mix of sessions, lessons, and masterclasses meticulously crafted to propel your learning expedition forward. This immersive bootcamp-style experience boasts interactive lectures, hands-on labs, and collaborative hackathons, all strategically designed to fortify fundamental concepts. Guided by seasoned coaches, each session offers priceless insights and practical skills crucial for honing your expertise. Whether you're stepping into the realm of professional skills or a seasoned professional, this comprehensive course ensures you're equipped with the knowledge and prowess necessary for success. While we feel this is the best course for the Data-driven Business Using Statistical Analysis course and one of our Top 10 we encourage you to read the course outline to make sure it is the right content for you. Additionally, private sessions, closed classes or dedicated events are available both live online and at our training centres in Dublin and London, as well as at your offices anywhere in the UK, Ireland or across EMEA.

Data-driven Business Using Statistical Analysis

Delivered OnlineFlexible Dates

Price on Enquiry

GCSE & IGCSE tuition

By Wessex Tutors & Exam Centre

GCSE & IGCSE one-to-one tuition

Delivered in Southampton or OnlineFlexible Dates

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Educators matching "Maths"

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top class tuition

4.3(13)

Beverley

As a school student myself, I was not a natural academic. Although I enjoyed Art and crafts, I struggled with other subjects, especially Maths, and left school with a poor grade. At school I often became distracted during Maths lessons and found it difficult to keep up with the fast pace of learning. Also, I often felt inhibited to ask questions for fear of appearing stupid in front of my classmates. This led to a lack of confidence in my Maths abilities and achieving low scores in tests. It was only after being offered a conditional place on my chosen teaching course, that I decided to attempt another GCSE Maths course. Fortunately, I found a patient tutor who was happy to answer and explain all of my Maths questions! It was also a challenging time as I attended an evening Maths class while working full time as a Secretary in Manchester. Thankfully, all of the effort was worth it when I achieved a high grade in my Maths exam. Subsequently, I was able to embark on the teaching course and fulfil my ambition to become a teacher. Outside of tutoring, I am also passionate about wildlife and environmental conservation and have been involved in many fund raising projects and campaigns. Most recently, I initiated a campaign with Hull Friends of the Earth to save the felling of 143 trees in Queen’s Garden in Hull…

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st richard's vc academy

HULL

Welcome to St Richard’s Voluntary Catholic Academy St Richard’s VC Academy is a popular, vibrant and friendly school, serving the communities of Sacred Heart, St Bede’s and St Stephen’s parishes in East Hull. The Academy’s unique character provides a warm, welcoming and inclusive environment in which our pupils learn and are nurtured to aspire for a bright future. We offer skilled and highly motivated staff who are committed to providing each child with the highest standard of care, guidance and support, whilst offering a varied and rich curriculum.

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bradbury group

5.0(2)

Scunthorpe

Bradbury Group has been designing and producing industry-leading physical security solutions since 1991. We are one of the UK’s leading manufacturers, suppliers and installers of steel doors, operating from our 135,000 sq ft manufacturing facility based in North Lincolnshire. With over 30 years of technical knowledge and experience in the industry, we are experts in developing innovative physical security solutions for global infrastructure and businesses.

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bay learning academy cic

Hull

Bay Academy’s learners are always supported by a Learning and Engagement Officer in their lessons – alongside the teacher. This helps ensure learners can receive 1-2-1 support, when they request it, whilst remaining in small learning groups with their friends.

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quality personal development

Hull

Not only do we get you mentally and physically prepared for a career in the Armed Forces, we also make sure you have relevant qualifications to demonstrate the hard work you put into your time at QPD. You could gain the following: Level 1, 2 & 3 Entry to Uniform Services BKSB Maths and English GCSE Maths and English

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asbiro uk cic

5.0(1)

Hull

Do you need to brush up on your English and maths skills? Are you looking for work? Or maybe you want to learn a hobby and make new friends. The Freedom Centre is the home to Hull Training and Adult Education and run lots of courses for you and your family to enjoy. Why not stop by next time you are at the Freedom Centre to see what’s available.

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hull libraries

5.0(4)

Hull

Hull Culture and Leisure Ltd provide a vast range of facilities, services and events for you and your family and friends to enjoy. From a stroll in the park, a night at the opera, relaxing with a good read, exploring the past, dinner for the Queen to an ice hockey game, we cater for all interests and abilities. We want you to have fun, be active and stay healthy.

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premier training

4.9(126)

Immingham

AAT Distance Learning Accountancy & Bookkeeping Courses Association of Accounting Technicians (AAT) accounting and bookkeeping courses provide practical, internationally recognised qualifications that can open doors in any industry. Gain the practical accountancy skills employers want with an AAT distance learning qualification. You don’t need previous qualifications or experience and can work at a pace that fits in with your lifestyle. Whether you’re looking for your first job in accountancy, to work self-employed or to enhance your existing skills, AAT distance learning courses provide the skills you need.

john leggott sixth form college

North Lincolnshire,

John Leggott Sixth Form College Today is my proudest moment since coming to JLC 6 years ago. These students have defied all odds and obstacles placed before them, particularly given the pandemic context. I am also proud of the teachers who stretched and challenged our learners to achieve their full potential and the support staff who helped them meet their personal goals

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act fast nl

Scunthorpe

Act Fast is a well-established Independent School near Scunthorpe in North Lincolnshire. Act Fast has grown organically as the need for a high standard of provision has emerged and developed. The premise of Act Fast’s provision is that we are promoting the value of education to previously disaffected young people. what we do We operate a bespoke curriculum at Act Fast, which is both written and delivered by in house staff and is in line with the DfE Independent Schools Standards. We overtly deliver lessons in the following subject areas: Maths up to Functional Skills level 2 standard English up to Functional Skills level 2 standard Motor Vehicle Technology with the Institute of the Motor Industry up to level 2 standard PSHE (Including RSE) against a verified and recognised scheme Motocross, delivered by qualified and experienced staff Physical Education through a range of on-site and off-site activities. Art/Crafts Music Further to this, lessons in the following subject areas are delivered as embedded features of the timetabled lessons. Human and Social Understanding Aesthetic and Creative Scientific Technological British Values Our learners know if they work hard, they are awarded by riding the motorcycles here at Act Fast. This has proven to be successful, helping young adults to achieve their qualifications and have a positive attitude towards learning. Curriculum Act Fast has made a commitment to give every young person who is capable of the opportunity to reintegrate and to take a range of exams. For those subjects that Act Fast does not currently deliver, as we develop learners opportunities will increase. We are an accredited exam centre through OCR, NCFE, ABC, D of E, and when required will extend this to meet the needs of our learners. Our curriculum also enables and encourages learners to develop their interests and talents. We have a number of students here who have found their passion for music, learning how to play the guitar, as well as a large number of young, talented motorbike riders who love learning about riding, fixing and maintaining the bikes. It’s important to us to support our learners in keeping them physically and mentally healthy. We have access to: Mental Health Champions, outreach support and therapeutic counselling services, available to all our learners. We have regular sports activities within our timetable to encourage physical exercise, as well as access to local gyms and leisure centres. These activities help to prepare young people to access their community in adulthood. Hidden Curriculum Act Fast’s curriculum, throughout the range of its delivery, is heavily invested in the “Hidden Curriculum”. The Hidden Curriculum argument is that the most valuable lessons our young people receive here are to arrive on time, respect authority, follow instructions, keep regard for safety, take responsibility for their actions, behave in an acceptable standard, liaise with other people respectfully, and respect other people’s personal choices, encouraging equality and diversity. Other ways in which we promote equality and diversity include: Challenging negative attitudes amongst students. Setting clear rules regarding how people treat each other. Treating all students and staff equally and fairly. Using resources that have multicultural themes. Creating lessons that reflect and promote diversity in the classroom. Making sure that all students have equal access to participation and opportunities. Ensuring that all procedures and policies are non-discriminatory. Making sure that classroom materials never discriminate against anyone. Safeguarding protected characteristics throughout our culture and ethos. All of these things, to a greater extent than formalised subject lessons, will make them responsible, independent, resilient and above all else employable young people once they finish their school career. Act Fast has trained and qualified staff to recognise some of the barriers to learning that students face. These barriers might be due to Adverse Childhood Experiences and with knowledge and understanding of such issues Act Fast staff can help students overcome them to maximise their potentials. Referral, Application and Introduction After a referral is made to Act Fast, we invite a representative from the referring body (usually the Inclusion Officer), the learner and the learner’s parents into Act Fast for a familiarisation visit. During that visit the learner is given a tour of the facility, is introduced to key staff members and receives an explanation of the culture of Act Fast. Learners are given the opportunity to voice any concerns and any questions they have are answered. We set a high expectation on behaviour here, and partly because expectations are high, but also because more established learners mentor new arrivals, new learners very soon fall into compliance with our way of doing things. Act Fast works because our learners buy into the culture. This is the first opportunity that a young person has to involve themselves in how we operate here. Application forms must be completed prior to a young person starting at Act Fast. Once applications are complete, the referring body typically takes a few days (sometimes up to a week) to arrange their transport. Personal data will be stored and processed at this point, and details entered into our MIS system, Arbor. We insist on a Personal Learning Plan (PLP) meeting with stakeholders and the young person present within the first month. This allows any teething troubles to be voiced and solutions to be sought. Further PLP meetings are held regularly, no less frequently than once a term. At those meetings, Act Fast staff will deliver a report detailing the engagement of the young person, levels of educational attainment, attendance, general engagement, and commentary on the likelihood of a reintegration being successful. Reintegration planning must be tailored to suit the needs of the individual. Staff Investment Our staff all take part in quality training including regular CPD sessions and ongoing programmes of accreditation such as SSS online training (recently completed by all staff members). Training needs identified are acted on as soon as practical. The organisation believes and invests in the continuous professional development of its people. Our commitment to CPD is such that every member of staff has received CPD accredited training in the last 12 months. Our qualified teachers ensure pedagogical content methods are in place to deliver high standards of teaching for our young learners. We engage with our staff continuously here and know of the main pressures on them, including managing workload. We aim to support every staff member to help guide them throughout their career at Act Fast. Educational Framework It is our aim to provide an educational framework which is heavily invested in the hidden curriculum. By that, we mean that as well as lessons formalised in Maths and English for example, our young people develop an understanding of: working to a process arriving on time respecting authority abiding by the rules accepting that their first choice may not always be the right choice following instructions not expecting to leave early attending every day These are the skills whereby a young person will be employable post 16. Without these key skills, a young person is unlikely to be able to function in the workplace. We develop the hidden curriculum, embedded in everything we do, in order that our learners gain an understanding of their expectations being matched by the expectations of attendance, compliance and engagement We have a tracking system in place for our core subjects. We also use a “readiness to learn” scale, whereby a learners attitude, engagement, and involvement in their own work is measured. Bespoken When evolving Act Fast into an independent school I was very mindful that Mainstream school had not been a successful outcome for the majority if not all of our learners. It was imperative that we were bespoke and able to meet the needs of all our learners and not just the few. For this reason we created our own curriculum that is more sympathetic to our learners’ needs. Our teachers create an environment that allows our young people to focus on learning. 1:1 support as well as small group teaching (where appropriate) is in place to make teaching more effective, allowing tutors to concentrate on each individual learner’s needs. We believe in student voice here at Act Fast. Our EHCP’s (Educational Health Care plans) allow us to capture our learners’ views. It’s not only in our annual reviews that we give learner’s opportunity to be heard. For example, one young adult suggested we invested in a bigger bike here, so we put arrangements in place and made this happen. We encourage our learners to make their voices heard. Below are some examples of student voice council meetings held at Act Fast and how they shape decisions made at the school. Student Voice Meeting 040322 We have effective arrangements to identify learners who may need early help or are at risk of neglect, abuse, grooming or exploitation. We strongly promote our policies and legislation such as safeguarding, diversity and equality of our staff and learners at Act Fast. Ofsted Report 2022 Best Bits: “Act Fast school is a place where the proprietor and staff go the extra mile to support the pupils who attend. It has a unique vision of how to ‘hook’ pupils back into education, and it is successful in doing so. Act Fast has started to re-engage pupils who have experienced difficulties in their education”. “Parents believe that, finally, a school ‘gets’ their child. The wider curriculum, built around motor-cross, is a distinctive feature of the school. It motivates pupils to attend and to behave well. For those pupils who do not wish to ride the bikes, staff work with them to find alternatives. The proprietor and staff have limitless ambition for what pupils can achieve in their personal development. At the heart of this is a patient, careful building of relationships, and, in many cases, a re-building of trust between the pupil and their experience of education.” “The special educational needs coordinator (SENCo) has a strong understanding of the requirements of pupils with special educational needs and/or disabilities (SEND). Recently, the SENCo has started to work with a senior leader to more effectively incorporate pupils’ SEND targets from their education, health and care (EHC) plans into teachers’ planning.” “Leaders have also recently taken action to improve the school’s support for pupils’ reading. For instance, a primary specialist has been appointed with experience of teaching phonics to the weakest readers. The English lead is in the process of building a programme to encourage pupils to read widely and for enjoyment. Leaders’ wider curriculum for pupils’ personal development is, to very large extent, a strength of the school.” “The proprietor’s vision for getting young people who have had difficult experiences of school back into education is impressive. It is backed up by an innovative personal development curriculum, built on a range of activities that take place in the afternoons. These include a variety of motor vehicle-related opportunities, as well as visits out of school to a range of venues. Recently, for instance, pupils have started to be taken to a local engineering firm to participate in a scheme to broaden their career aspirations. Pupils know that there is a plan in place for them to make a suitable next step into further education or training at the end of Year 11.” Improvements: “Leaders’ PSHE curriculum includes reference to the protected characteristics and the school is a respectful community: however, coverage of the protected characteristics in the curriculum strategy is not as detailed as it could be, so pupils’ understanding is not as developed as it could be. Leaders should revisit their curriculum thinking for PSHE so that teaching of the protected characteristics is made more overt.” “The current curriculum is based on a limited set of qualifications in two subjects. For a registered special school, this lacks ambition. As a result, pupils experience a narrow curriculum, including a limited suite of qualifications. Leaders should take action to broaden and deepen their curriculum so that pupils have opportunities to study a wider range of subject content, organised coherently and cumulatively over the entire secondary and post-16 phases; and, for those who are capable, to a higher level of accreditation.” “Leaders have not taken the required action with regard to the statutory guidance for the teaching of RSHE. Consequently, parents have not been made aware of the school’s policy and their parental rights within the policy. Also, the teaching of Inspection report: Act Fast NL Ltd. RSHE is not clearly planned in the school’s curriculum. Leaders should take action to be compliant with the statutory guidance and to ensure that curriculum thinking incorporates structured RSHE teaching.”

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